Engaging experiences, a generous supply of suitable resources and time for young girls and boys to enjoy what is on offer - all contribute to children's learning in early childhood. One significant contributor that is often overlooked is the example set by adults who are in a sustained relationship with children day by day.
There is a great deal of discussion within early years provision about what should be planned for young children. In instances where practitioners struggle to balance detailed, written plans with a flexible, responsive approach to the day's events, they may lack the energy to view themselves as a crucial part of children's learning environment. But practitioners are a vital resource and their spontaneous actions matter. So:
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